Birds of a Feather: Senior International Baccalaureate International Schools Leadership in Service

2018 ◽  
Vol 17 (1) ◽  
pp. 67-83 ◽  
Author(s):  
Alexander Gardner-McTaggart
Keyword(s):  
Cultural Identity ◽  
Western Europe ◽  
International Baccalaureate ◽  
International Schools ◽  
Original Research ◽  
Societal Values ◽  
Successful Leadership ◽  
Learner Profile ◽  
Critical Phenomenology

This article presents original research into International Baccalaureate international schools’ directors in Western Europe, based on multiphase contact with six director participants over two years and employing an aspect of critical-phenomenology. Successful leadership in this context responds to market demands with a commodification of Anglo identity. Service emerges as central to leadership, closely linked to cultural identity. Female participants appear as more successfully balanced directors. Directors indicate societal values as being more important than the International Baccalaureate Learner Profile.

Leadership of international schools and the International Baccalaureate learner profile

2018 ◽  
Vol 47 (5) ◽  
pp. 766-784 ◽  
Author(s):  
Alexander Gardner-McTaggart
Keyword(s):  
International Baccalaureate ◽  
International Schools ◽  
International School ◽  
School Life ◽  
Individual Values ◽  
Interpretive Study ◽  
Learner Profile ◽  
Critical Phenomenology ◽  
Status Analysis ◽  
Change Culture

Purpose:this study offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand; international schools, however, suffer from an endemic culture of change and reinterpretation. The IB learner profile (IBLP) offers scope for consistency and an overarching ethos, and research finds that ‘buy-in’ to the IBLP and modelling of it in all aspects of school life are essential in achieving this. It emerges that buy-in to the IBLP in directors is split between the personal and the operational.Research method:This interpretive study explores IB directors in multiphase research over two years employing an aspect of critical phenomenology through the lens of the IBLP and Global Citizenship Education (GCE).Findings:Only one in six directors uses the IBLP in leadership. Generally, directors attribute the IBLP a junior status. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values over the secular IBLP places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership.

scholarly journals IB School Libraries as International-minded Learning Spaces and Environments

2021 ◽  
pp. 397-408
Author(s):  
Anthon Tilke
Keyword(s):  
International Baccalaureate ◽  
International Schools ◽  
School Library ◽  
Good Practice ◽  
Early Years ◽  
Educational Institutions ◽  
Learning Space ◽  
Public And Private ◽  
Holistic View ◽  
Learner Profile

The International Baccalaureate Organization (IB) offers educational programs to schools world-wide. Originally established for international schools, programs are now typically offered in a variety of public and private educational institutions in many countries. The IB has developed four programs, covering a continuum of education from early years to courses for students aged 18 years of age. Programs are largely constructivist-based and IB ‘big ideas’ include inquiry, a holistic view of the learner (IB Learner Profile), international-mindedness and academic honesty, yet the role of the library, overall, is not as clearly identified as may be expected, given factors friendly to a library and information sector paradigm. This professional paper reviews IB documentation and thinking, identifies opportunities where the library can support and contribute to the programs and identifies good practice, focusing on conference themes of the school library as a learning space, learning environment and as a ‘window on the world’.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

International Schools and the International Baccalaureate

1985 ◽  
Vol 55 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Elisabeth Fox
Keyword(s):  
North America ◽  
Future Development ◽  
International Baccalaureate ◽  
International Schools ◽  
Rapid Expansion ◽  
School Systems ◽  
Curriculum Innovation ◽  
Academic Curriculum ◽  
International Baccalaureate Program

Elisabeth Fox traces the origins and development of the International Baccalaureate program as an outgrowth of continuing curriculum innovation in international schools. She describes its rapid expansion in North America, where many school systems are attracted by its challenging academic curriculum. Worldwide university recognition of the program is steadily increasing. Fox concludes by considering the prospects for future development, with particular emphasis on attempts to move the Baccalaureate beyond its Euro-centric origins.

scholarly journals Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’

2017 ◽  
Vol 16 (3) ◽  
pp. 248-264 ◽  
Author(s):  
Adam Poole
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
International Baccalaureate ◽  
Art Teacher ◽  
Beliefs About Teaching ◽  
Learner Profile ◽  
The Way ◽  
International Baccalaureate Diploma

This article presents findings from a case study that explored the way Sophie, an expatriate International Baccalaureate Diploma art teacher in an internationalised school in Shanghai, China, interpreted and implemented the International Baccalaureate Learner Profile. The findings challenge the view that the Profile exerts a regulatory force on teachers’ behaviour by showing that Sophie not only reshaped the Profile according to her beliefs about teaching and learning, but also resisted what she perceived to be underlying patriarchal and westernising discourses. Findings suggest that the notion of a regulatory discourse should focus on both the Profile as text and also what could be called the lived Profile. Finally, this article offers tentative recommendations for professional development that incorporate both the Profile as text and the lived Profile.

Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness

2016 ◽  
Vol 15 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Victoria Wasner
Keyword(s):  
Service Learning ◽  
International Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
International Schools ◽  
Ivory Tower ◽  
Pedagogical Approach ◽  
Effective Pedagogy ◽  
Key Terms ◽  
International Baccalaureate Diploma

International mindedness and global citizenship are two key terms within international education, which underpin much of the discourse within the International Baccalaureate Diploma Programme. This article proposes how a participatory approach to education for international mindedness and global citizenship can help educators within international schools to encourage students to think critically about reality beyond their ‘ivory tower isolation’, questioning the inequalities in the world that surrounds them. The article shows how the use of a critical, participatory pedagogy within the field of service learning can be employed in order to explore what global citizenship and international mindedness mean in the context of the International Baccalaureate Diploma Programme. The article also proposes that this participatory, critical inquiry involves engaging students as researchers as an effective pedagogy in order to bring about new knowledge and understandings relating to the concepts of global citizenship and international mindedness.

Character education in schools implementing national curriculum and international baccalaureate

10.26539/1387 ◽  
2018 ◽  
Vol 1 (3) ◽  
pp. 192
Author(s):  
Hotmaulina Sihotang ◽  
Stevanie Datrix
Keyword(s):  
High School ◽  
Data Analysis ◽  
Character Education ◽  
Social Services ◽  
Research Method ◽  
International Baccalaureate ◽  
National Curriculum ◽  
Self Concept ◽  
Self Management ◽  
Learner Profile

The purpose of the study was to evaluate the implementation of the character education program of Junior and Senior High School Victory Plus School using the national curriculum and International Baccalaureate. The research method used is mix method. The result of data analysis showed that the average self-concept score was 2.65 (less good); self-management is 2.73 (good); and social services is 2.73 (good) in the implementation of courageous, honest, active, mindful, innovative, open minded, and nobel (champion) value. The value of champion is relevant to the value of the national curriculum character but the value of hard work, religion, democracy, the spirit of nationality, and the love of the homeland have not yet appeared. The balanced and reflective values in the learner profile are not yet visible.

Cultural Identity as a Key Dimension of Human Security in Western Europe:

2017 ◽  
pp. 116-132 ◽  
Author(s):  
Edien Bartels ◽  
Kim Knibbe ◽  
Martijn de Koning ◽  
Oscar Salemink
Keyword(s):  
Cultural Identity ◽  
Western Europe ◽  
Human Security

Teaching for international mindedness in Chicago Public Schools International Baccalaureate humanities classes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charles Tocci ◽  
Ann Marie Ryan ◽  
David C. Ensminger ◽  
Catur Rismiati ◽  
Ahlam Bazzi Moughania
Keyword(s):  
Public Schools ◽  
Mixed Methods ◽  
Phase I ◽  
Classroom Practice ◽  
International Baccalaureate ◽  
Chicago Public Schools ◽  
Two Phase ◽  
Content Type ◽  
Sequential Mixed Methods ◽  
Learner Profile

PurposeThe International Baccalaureate (IB) programme centers on developing students' international mindedness. Central to this effort is the programme's “Learner Profile,” which details ten attributes that teachers seek to cultivate through classroom instruction. This article reports on the ways that middle grades and high school social studies and English teachers in Chicago Public Schools' (CPS) IB programmes are attempting to implement the Learner Profile as part of their classroom practice to support students' international mindedness.Design/methodology/approachThe project was carried out as a two phase, sequential mixed-methods design. Phase I entailed a survey of IB teachers and programme coordinators across CPS to assess the incorporation of the Learner Profile into instruction. Phase II consisted of mixed-methods case studies of CPS IB programmes selected partially on Phase I data analysis.FindingsWe find that while teachers express high levels of familiarity with the Learner Profile attributes and confidence in incorporating them into practice, we find wide variation in the actual implementation. Taken as a whole, we find CPS programmes take divergent approaches to incorporating the Learner Profile based on differences in understanding of the attributes and its purposes as well as key organizational facets related to implementation.Originality/valueUltimately, we argue that the wide variation and lack of explicit incorporation of the Learner Profile into classrooms is related in large part to the broad, indistinct nature of “international mindedness” as a concept. The programme would benefit from creating more space for teacher and students to critique the concept, especially those working from non-Western traditions.

LITERATURE AND GLOBAL CULTURE ISSUES - A CASE STUDY OF TEACHING PHAN THI VANG ANH’S SHORT STORIES

2020 ◽  
Vol 65 (12) ◽  
pp. 46-52
Author(s):  
Le Dinh Thi
Keyword(s):  
Short Stories ◽  
General Education ◽  
Global Education ◽  
International Baccalaureate ◽  
International Schools ◽  
Exploratory Research ◽  
Teaching Literature ◽  
Global Issues ◽  
Close Relationship

In today’s constantly evolving fast-paced world, the field of education has witnessed a variety of innovative and rigorous trends such as life-long learning, technological capabilities, inquiry-based instruction, SDGs lesson plans, global education and international schools. The purpose of this paper is to provide an insight into teaching literary works in the IBDP (International Baccalaureate Diploma Programme) through the lens of global issues, a pathway to establish understanding and competencies for students in the coming decades. With that aim in mind, the paper is divided into three main ideas: global trends and issues in general education and teaching literature in particular; opportunities and challenges when teaching literature through the lens of global issues to Vietnamese students in international schools; and a case study of teaching Phan Thi Vang Anh’s short stories in the close relationship with the world problems. The results of this exploratory research will shed light on an innovate approach in literature teaching strategies and assessment techniques in close relationship with world issues and its potential application in an authentic Vietnamese classroom.

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